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Nursery at Oswaldtwistle White Ash School
Last reviewed: October 2026 · Inspection data and key information above update regularly, however, this review below is refreshed bi-annually and may not reflect recent changes. Contact the nursery directly to confirm current arrangements. If you spot anything outdated or inaccurate, please let us know.
Sensory stories, picture exchanges and signs give White Ash’s early years provision its character. Communication takes many forms here. Within Oswaldtwistle White Ash School, early years children follow informal or pre-semi-formal learning pathways, with play shaped around communication, physical development and increasing independence.
Adult-led activities sit alongside children’s own play. Personal sensory and behaviour regulation plans support participation throughout the day, so the learning experience takes account of how each child manages sensations and emotions as well as what they are learning.
The Early Years Foundation Stage (EYFS) brings together early communication, relationships, movement, reading, maths and exploration. White Ash uses its Sensory Curriculum and White Ash Progression Document to assess starting points. Development Matters also informs this work; its birth-to-three developmental stages describe where many early years children are working, rather than their actual ages.
Communication is woven through activities. Intensive Interaction, Makaton and PECS feature alongside sensory stories. The Total Communication approach also includes eye pointing, facial expressions, objects and communication devices, giving children ways to express themselves beyond speech. The Speech and Language Team supports EYFS, and most pupils have individual programmes.
Books have a physical home in the EYFS book corner, which children can use to choose stories and return to favourites. Sensory storytelling adds textures, smells and sounds to the experience. Bug Club provides reading books matched to phonics ability, while number songs include Five little speckled frogs and Ten in a bed. Familiar stories and songs give children opportunities to join in at their own level.
Outdoor exploration extends the day. EYFS activities include community walks, role play and investigating weather and seasonal change. Across the school grounds, willow dens, a mud kitchen and an outdoor reading corner provide different settings for play. Scooping, mixing and sharing in the mud kitchen bring physical exploration and communication together.
Individual planning connects learning with care. For EYFS sensory learners, advice from therapists and healthcare plans informs Individual Learning Plans, with targets linked to the child’s EHC plan. Progress is recorded through individual learning journeys, a class floor book and Evidence For Learning; Class Dojo shares classroom experiences with families.
In 2024-2025, the first weeks of EYFS included building relationships with a key person and new friends while exploring inside and outside. That gives a concrete picture of settling through relationships and familiarisation. The school’s family support service also offers help with forms, meetings and referrals, plus sleep support from a qualified practitioner.
Food needs receive practical attention across the school. Meals are cooked fresh, menus rotate over three weeks and vegetarian choices are offered; the meat is not halal. White Ash is nut free. Staff work with families on restricted diets and food-related difficulties, and are trained in tube feeding. These arrangements matter for children whose eating needs extend beyond choosing a lunch.
Nursery attendance does not guarantee a Reception place. Treat Reception admission as a separate process from joining nursery.
At White Ash, placement requests come through the Area Special Educational Needs Office or Educational Psychology Service, usually following statutory assessment or an EHCP. A potential pupil and their family make a Non-Prejudicial Visit. If the family, professionals and school agree that the placement is appropriate, the SEN Office requests and approves the place and confirms an admission date. Families should keep the next placement decision separate from their child’s everyday learning relationships.
The school day runs from 8:55am to 2:55pm. Enquiries go to the office on 01254 235772 or office@whiteash.lancs.sch.uk; a contact form is another route.
Outdoor clothing is part of preparation: children need a waterproof coat, with wellington boots and waterproof trousers kept at school. Uniform is encouraged, including a purple White Ash sweatshirt, a purple or white polo shirt and grey trousers or skirt. Label clothing clearly so it can be returned to the right child.
Total Communication includes Makaton, PECS, eye pointing, gestures, objects and communication devices. The Speech and Language Team supports EYFS, and most pupils have individual programmes.
Children experience both adult-led and child-led play, including sensory stories, role play and outdoor exploration. Learning follows informal or pre-semi-formal pathways.
EYFS experiences are shared through Class Dojo. Progress is recorded in individual learning journeys, the class floor book and Evidence For Learning.
Staff work with families on restricted diets and food-related difficulties, and are trained to tube feed pupils. The school is nut free; vegetarian meals are offered, while the meat is not halal.
No. Nursery attendance does not guarantee a Reception place. White Ash placement requests are handled through the SEN Office, with approval and an admission date confirmed through that process.
